What anticipated benefits motivate adults to continue a major learning effort? This study empirically tested a conceptual framework that emphasizes chains of linked benefits from learning. A diagram of this framework was given to 100 adults in Toronto. They were asked to imagine that their total motivation for one of their learning projects was 10 units, and then to allocate those 10 motivational units to the appropriate locations on the diagram. Pleasing others was not as strong a motivation as enhancing pleasure and self-esteem. Benefits from using the knowledge and skill were more important than direct benefits from the learning activities themselves, or benefits from simply possessing (but not using) the knowledge and skill. Using the conceptual framework as a tool for collecting data on motivation is suggested for further research. (Author/KC)